slides for assignment 1

1. THE EFFECT OF COMPUTER ASSISTED
COOPERATIVE LANGUAGE LEARNING ON
IRANIAN HIGH SCHOOL STUDENTS
LANGUAGE ANXIETY AND READING
COMPREHENSION
GROUP MEMBERS:
NOR NADIRAH NORZAM (1518286)
NURHIDAYAH MD RASHID (1519940)
NOOR AQILAH SOHAIMI (1515256)
NUR SYAZWANI MOHAMED (1512626)

2. What the article is about ?
• The study was conducted to investigate how the effectiveness of two
computer assisted modes; individual and cooperative, may improve the
reading comprehension and language anxiety among the Iranian high
school students.
• There were 48 students involved in which 24 of them were assigned into
a control group and the remaining into the experimental group.

3. Research objective
• to discover how the effectiveness of two computer assisted modes help
to improve the reading comprehension and language anxiety among the
Iranian high school students.

4. Research question
1. Does computer-assisted cooperative language learning affect Iranian
high school students' reading comprehension?
2. Does computer-assisted cooperative language learning affect Iranian
high school students’ language anxiety?
3. Is there any significant difference between experimental and control
groups after treatment regarding their reading comprehension?
4. Is there any significant difference between experimental and control
groups after treatment regarding their foreign language anxiety?

5. Literature Review
 The four distinctive skills in language learning : reading, writing,
speaking and listening.
 Traditional way of teaching and learning
• Face to face approach
 Development of technology allows another way of learning
Computer
plain and simple electronic presentation of written text
Insertion of sound effect, animation & cartoon characters

6.  Kim and Kamil (2002) “the use of visual, auditory and text can
help one to have a better understanding”
• possible variables that could affect the language learning
performance :
1. motivation
2. learning style
3. learning anxiety
 McIntyre and Garner (1989); “language anxiety is believed to be
the negative issue that can spoiled one’s language learning
performance”

7.  Slavin (1982) said that among the thing that should be taken into
account to reduce students’ language anxiety is the context in which
the learning take place.
 Johnson and Johnson (2004) highlighted that computer-assisted
individual has some disadvantages as it could cause isolation,
frustration, boredom and also increase language learning anxiety,

8. • CALL alone would not be sufficient in reducing learner’s anxiety. CALL
setting is said to be also important.
• The discussion among scholars is on the computer-assisted modes whether
cooperative or individual would be better.
• Johnson and Johnson (2004) highlighted that computer-assisted individual
has some disadvantages as it could cause isolation, frustration, boredom
and also increase language learning anxiety. On the other hand, computer-
assisted cooperative provides better environment in which student are more
relaxed and thus cooperation among them increase motivation in language
learning. The interaction between students denote the negotiation for
meaning and it leads to the increase on the amount of input. Indirectly, it
also improves reading comprehension.

9. Methodology
Participant
• 48 female students were divided into 2 groups which is control and
experimental group.
Instrumentation
• Proficiency test: Cambridge Key English Test (KET) was engaged to
measure the participant’s proficiency level.
• Pre-test and Post-test: participants have to undergo pre-test and
post-test to the their reading comprehension skill.
• Software: Photo story 3, Hot Potatoes, Quandary, Wondershare quiz
creator.
• Foreign language classroom anxiety scale (FLCAS): this scale
is used to measure the participants’ level of Foreign language anxiety.

10. Results
• The experimental group have greater effect in terms of computer
assisted language learning rather than control group.
• The level of foreign language anxiety of participants have improved
among the experimental group.

15. Conclusion and implication
• The result of the data analysis proves that the reading
comprehension scores improve when cooperative and interactive
computer-assisted language learning is being integrated into the
process of language learning in the Iranian high school students.
• Cooperative computer-assisted language learning (CALL) can
create a more effectives environments for the students to learn
English.